Quality TEL is Quality TEL: How COVID-19 has made us learn how important this is
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Cite: Sankey, M. 2020. Quality TEL is quality TEL. How COVID-19 has made us learn how important this really is. International Webinar on 'On-Line Education to Students of Higher Education; Trends, Innovation, Issues, Challenges, and Coping Strategies'. Riphah International University, Islamabad. 2 July. https://digicon.riphah.edu.pk
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Quality TEL is Quality TEL: How COVID-19 has made us learn how important this is
- 1. Quality TEL is Quality TEL: How COVID-19 has made us learn how important this is Professor Michael Sankey Director, Learning Transformations President, Australasian Council on Open, Distance and eLearning (ACODE)
- 2. Overview • Fortunately, we mostly have robust LMS’s that double as online classrooms • The one where you put up PDFs and PowerPoints and call it online learning • In 10 years we’ve seen real improvement in how we use these spaces • Despite this 1000’s of staff engage very little in ‘teaching’ online, as distinct to just supporting teaching online • In 3 months we’ve trained over 1000 staff https://arthistory.umd.edu/eventinfo/collaboratory-presents-online-teaching-best-practices-and-how-tos michael_sankey
- 3. Being prepared means investing in your people michael_sankey • Since COVID-19 started we have invested heavily in training staff • There will be long term-benefits that last way past COVID • In the first weeks we focused on getting lectures online and using Microsoft Teams • Then shifted our focus to alternate forms of assessment • Then on-to course design and analytics
- 4. Griffith VLE – Learning@Griffith
- 5. BlackBoard & associated tools O365 & associated tools Pre Uni Undergraduate Post-graduate Work Year 1 Year 2 Year 3-4 Common patterns of student usage VLE Workplace technologies O365 & associated tools BlackBoard & associated tools
- 6. After the initial flurry – teaching into China michael_sankey • Initially the challenge was getting 1500 students in China online • We solved that with a sanctioned VPN – all except for ProctorU • The next thing was getting 600 course online • 50,000+ student body • Now doing it all again for our Trimester 2 • Fortunately we learned many lessons • Keep it simple to start with & explicit
- 7. The Importance of a quality framework and standards • Australia's quality agency TEQSA now paying a particular interest in TEL • Especially in relation to fully online courses • Clearly there is a bit of a grace period at the moment • But now we have moved fully online we cant rest on our laurels https://www.teqsa.gov.au/latest-news/publications/guidance- note-technology-enhanced-learning michael_sankey
- 8. Levels within TEL There are levels of TEL seen within the sector, dependent largely on the capacity of the: • Educational jurisdiction • National technology infrastructure • Geographical constraints • Level of staff training Technology-Enabled Learning Technology Enhanced Learning Technology Intensive Learning michael_sankey
- 10. 3 Quality tools for TEL michael_sankey
- 11. • This Commonwealth of Learning (COL) Benchmarking Toolkit • To help institutions see their TEL practice in the light of what is considered good practice • Then to compare their analysis with others • http://oasis.col.org/handle/11599/3217 Benchmarking michael_sankey
- 12. 1. Partnership-Based Learning 2. Engaging and Empowering Pedagogies 3. Scholarly-Inspired Curriculum 4. Locally and Globally Connected 5. Learner-Enabling Design 6. Digitally-Enabled Learning michael_sankey https://www.griffith.edu.au/learning-futures/our-practice/program-course-design-development-review/course-design-standards
- 13. Resist outsourcing your expertise in online learning michael_sankey • It takes people with design skills to make the transition • In many cases we have outsourced this in the move to online • It’s time to invest in our own abilities and expand our capabilities • As this will not be the only time we will need to do this
- 14. Sharing and learning with others michael_sankey • “We are all in this together” • Most people are very willing to share • TIP: Get connected • Lots of people are putting information up opportunistically • Look for people you trust and already know https://teledvisors.net/blog/
- 15. Doing this quickly doesn’t mean we abandon quality processes michael_sankey • All said and done we have done an amazing job to get all our courses online so quickly • However, it could be more elegant, and some assessments has suffered • Despite this we had the second best student satisfaction results ever • The key was to decide early and communicate quickly to students • Designing for usability – UXD
- 16. It’s an opportunity to streamline some processes michael_sankey • Technology doesn’t hold all the answers • But it does hold quite a few • Mustn’t let the technology cart pull the pedagogy horse • The 2nd wave of courses will allow us to make real & lasting change • #1 is the investment in human capital https://michaelsankey.com/2020/05/22/putting-the-pedagogic-horse-in-front-of-the-technology-cart/
Editor's Notes
- The Griffith VLE With the backbone of Blackboard Ultra and its associated tools Around this we have the Microsoft Office 365 Then associate other externally hosted tools All aligned with our other corporate systems Underlying all this is data as data is the new gold
- If we look at the life cycle of the student from pre university through to their work life We see them using Blackboard heavily to scaffold core learning materials We see many students coming to uni having used a LMS like blackboard through to post graduate study, but we do not see a lot of use in the workplace (some but not a lot) We also know that most students also use Office products, but we do know that once students are out in the workplace they will be heavily using office products and workplace technologies, so we need to be preparing our students for the world of work So the sweet spot is how do we make these products more interoperable to make the transition between these as easy as possible
- We have tools for Technology–enabled learning and technology enhanced learning, but not yet for Technology intensive learning
- On the left of this model we have the typical measures required that institutions need in place, while on the right we have the activities that would help fulfil the measures. This is seen at three levels meta, meso and micro.